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All Journal International Journal of Evaluation and Research in Education (IJERE)
Jeffrey Dawala Wilang
Suranaree University of Technology
Education

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Exploring the reflective typology of novice EFL teachers in a Thai university Thidaporn Jumpakate; Jeffrey Dawala Wilang; Corsica Kong
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i2.21122

Abstract

This paper presents the reflective typology elicited from the three data sets of reflective writings written by novice teachers in Thailand's university context. As part of an action research study to improve a novice teacher’s professional development, two teachers volunteered to write reflections for a semester of their assigned courses. Three data sets of reflective writings were submitted at the end of a 16-week semester. Due to our desire to provide a more meaningful interpretation of the reflective writings, grounded theory was used, resulting in two emerging themes-descriptive code, which refers to the description of a specific event in the classroom, and reflective code, which include acts in the classroom where the teacher considered an option and reflected on it. In the typology derived from our study, reflections on teaching, students, and self are common among three data sets. Moreover, the instructional act is a common specific code in both descriptive and reflective codes. The typology can be used to investigate novice teachers’ reflective acts to further their professional development.
Relationships of language learning variables in the acquisition of third languages in a multilingual context Jeffrey Dawala Wilang; Thanh Vo Duy
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i4.21594

Abstract

This paper reinforces the importance of third language acquisition research in a multilingual context focusing on language experience, vocabulary learning strategies, emotional self-regulation strategies, and language anxiety. This study explored three languages: Chinese, Korean, and Vietnamese, to know if there are significant relationships between the above variables in third language acquisition. Three specific sets of survey questionnaires were distributed to various students enrolled in foreign language courses offered in a language department in a university. To focus on the relationships of language learning variables of a foreign language, correlational design was used to analyze the survey questionnaires' responses for each language course. Among students who were enrolled in Chinese, significant relationships were established between language anxiety and language experience, language anxiety, and emotional self-regulation strategies. Significant associations were found between emotional self-regulation strategies and language experience, emotional self-regulation strategies, and vocabulary strategies, and language performance and language experience for those students enrolled in the Korean language. In learning Vietnamese, significant relationships were found between language anxiety and vocabulary strategies, language performance, and language anxiety. Teachers may need to re-evaluate prepared teaching and learning materials, for example, material difficulty, to help students alleviate anxiety in learning.
Writing anxiety among international students in a Thai university Jebamani Anthoney; Jeffrey Dawala Wilang
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 3: September 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i3.25458

Abstract

Literature on writing anxiety among undergraduate students in international universities situated in English as a foreign language context remains scarce. In this study, a survey questionnaire was distributed to know the writing anxiety level of students and anxiety level differences based on nationality and locality. A total of 138 students participated using convenience sampling. Afterward, five students, based on their writing anxiety level, were purposely chosen to attend two sorting activities of statements regarding the change in their writing anxiety. Then, individual semi-structured interviews were conducted to know the factors of writing anxiety change. Descriptive results from the survey have shown that students in an international university experienced high anxiety in specific situations in writing. Also, varying writing anxiety levels were found based on nationality and locality. Findings from the sorting activity indicated that some writing anxiety-provoking situations have changed over a 2-week time frame due to some factors. Some implications for teaching were recommended to reduce writing anxiety in the classroom.
Co-Authors Corsica Kong Jebamani Anthoney Thanh Vo Duy Thidaporn Jumpakate